CONSTRUCTION OF AN
ACHIEVEMENTTEST
Dr. P.SUBRAMANIAN
Assistant Professor
Department of Educational Planning and Administration
Tamil Nadu Teachers Education University
Chennai – 600 097.
2.
INTRODUCTION
Evaluation is acomprehensive process. For
evaluating the total personality of the student, we
need to employ a wide variety of psychological
tools. As classroom teachers, we are interested
only in the achievement of students in the subject
taught to them. For finding the achievement of
students, different types of tools are employed.
3.
ACHIEVEMENT TEST
Any testthat measures the attainments of a
student after a period of learning is called an
achievement test
An achievement test is a test designed to
measure the effects of specific teaching or
training in an area of curriculum
-International Dictionary of Education
5.
STANDARDIZED TEST
A standardizedtest is a test consisting of
carefully selected test items after having been
given to a number of samples under standard
conditions.
6.
ORAL TEST
Extensivelyused in lower classes.
In higher classes, Oral test can be used in
science practical examination.
Viva-voce examination.
To get immediate feedback from the students
on the information provided to them.
7.
ESSAY TEST
Essaytests demand long answers.
Students has to organise and express ideas in writing
clearly and concisely.
Lot of subjectivity is involved in evaluation of the
answer script.
Extraneous factors like neatness in presentation and
good hand writing play a part.
8.
SHORT ANSWER TYPEQUESTIONS
Questions demand answer in a paragraph or few
sentences are asked in this category.
Students select the relevant information or facts
which explain a particular situation for
answering the questions.
e.g. State the Faraday’s law or electrolysis.
9.
OBJECTIVE TYPE TEST
An objective test is so named because the
system of scoring is objective rather than
subjective as in the case of an essay test.
It require specific answers in one or two words.
In fact a lot of thought and care is involved in
the framing of objective type items.
10.
Objective type Tests
RecallType Recognition Type
Simple recall Completion
Multiple Choice Matching Type True or False Type Grouping Type
11.
CONSTRUCTION OF AGOOD
ACHIEVEMENT TEST
1. Planning the test
2. Preparing the blue print
3. Designing questions and editing the question paper
4. Administering the test
5. Scoring the test
6. Evaluating the test
12.
Planning the test
1.Weightage to objectives
2. Weightage to different areas of content
3. Weightage to different forms of questions
4. Weightage to difficulty level
13.
Weightage to objectives
Themain task is to decide the weightage
to be given to the different objectives
formulated while teaching the unit. Out of total
marks for which the question paper is set, what
is the weightage given to various objectives
must be decided.
14.
Weightage to differentareas of content
Having decided the number of topics to
be tested, the teacher has to distribute the total
marks to every topic, giving due weightage to
the topics based on its importance.
15.
Weightage to differentforms of questions
Although different forms of tests are
available, every type of test has got advantages
and limitations. Hence in testing the learning
outcomes, essay type, short-answer type and
objective type questions may be used.
How much weightage to be given for
different types of questions should be decided.
Preparing the blueprint
The three dimensional chart covers the following
a. Objectives to be tested
b. Subject matter to be covered
c. The form of questions
18.
Blue print
The blueprint is a three dimensional chart
showing the weightages given for objectives,
content and form of questions.
Blue print is a document which gives a
complete functional picture of the test.
19.
Designing questions
The nextstep is to design questions on the basis of
the blueprint. It necessitates the following
a. Defining the objectives
b. Changing the objectives to specifications
c. Complete knowledge of the subject
matter
20.
Editing the questionpaper
This step consists of the following measures
1. Assembling the questions on the basis of their
form e.g.
Section A-Objective type
Section B-Short Answer
Section C-Essay Type
21.
2. Instructions tothe students: General
instructions may be given at the beginning
of a question paper.
3. Implications to teachers: This facilitates
objective testing and scoring.
22.
Administering the test
Thisinvolves predetermining among
other things, time of testing, place of testing and
giving of instructions.
23.
Scoring key andmarking scheme
A scoring key is prepared for the objective questions, and a
marking scheme is made for the essay and short questions. A
marking scheme is essential as it indicates
The number of points or steps expected in
the answer
The outline of each point or step expected in
the answer
The weightage to each of these points or
steps
24.
Standardizing the test
Inevaluating a test, a few questions need to
be asked. If the scores are extremely high, it may
assume that the test was too easy for the class. If
the scores seem very low, the test was probably too
difficult. A review of the question paper
necessitates three steps:
25.
a. Question wiseanalysis (before the test)
b. Critical evaluation of the test (before the
test)
c. Item analysis (after the test)
26.
Question wise analysis
Eachquestion is analyzed according to
objective, specification, topic, question type and
form, estimated difficulty level, time needed,
and marks allotted.
27.
Critical evaluation
It isused to avoid any duplication,
spelling mistakes, ambiguities that may exist in
the paper. A qualitative and quantitative
assessment of the test should be done.
28.
REFERENCES
Mohan Radha,(2002). Innovative Science
Teaching for Physical Science Teachers. New
Delhi:Prentice Hall of India Private Limited.
Sharma, R.A.(2007). Essential of Educational
Technology and Management. Meerut:R.Lall
Book Depot.
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constructionof-good-achievement-test.html
